Revisión de investigaciones sobre el uso de juegos digitales en la enseñanza de las ciencias de la vida en Primaria y Secundaria

Vázquez, Mónica Herrero; Burrial, Antonio Torralba; Pérez, María Esther del Moral

doi:10.5565/rev/ensciencias.2806

Cited by 7 publications

(6 citation statements)

References 44 publications

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“…Reviews of game-based learning in educational experiences with digital games show that there are not always positive or neutral effects from its use and that some negative effects can sometimes occur [33][34][35]. In that circumstance, a true relationship between game and learning objectives, and the combination of the game with other learning resources/activities, can solve some of those problems [35].…”

Section: Discussionmentioning

confidence: 99%

“…Among these methodologies, game-based learning has become an interesting didactic tool to promote science learning in recent years [32][33][34]. Educational games have defined rules for play.…”

Section: Introductionmentioning

confidence: 99%

“…Game-based learning implies the (re)design of learning activities based on educational science and discipline-specific issues, using learning games that have applications both within the educational framework and beyond it [37]. The use of analogic games and digital simulations has increased the motivation and interest of students in learning about environmental issues [34,[38][39][40][41]. Different educational experiences have been used with game-based learning on the sustainability of fisheries and ocean literacy [21,42].…”

Section: Introductionmentioning

confidence: 99%

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Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning

Torralba-Burrial,

Dopico

2023

Sustainability

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Oceans provide a wide range of ecosystem services, including food and cultural ecosystem services derived from fisheries. The sustainability of fisheries is addressed by United Nations Sustainable Development Goal 14 on ocean conservation, and education strategies should include ways to achieve it. In this paper, we describe a game-based learning environmental education experience for the promotion of artisanal fishing developed in northwest Spain, in which more than a thousand primary education students (aged 6–12) participated. Following a qualitative methodology, we analyze our own generated games, their formative assessment, and the results of their implementation in schools and informal education events. Moreover, we compare the educational games generated with other game-based learning experiences on ocean literacy and the sustainability of fisheries. These educational experiences provide play-based learning opportunities in which students show great motivation and increase their knowledge about marine biodiversity, the socio-environmental effects of fisheries, and ocean conservation. Some differences were identifiable in the choice and design of the games, including their type and duration, the dimensions of sustainability analyzed, the specific learning objectives sought, the historical and cultural references used, cooperative peer learning, and the generation of shared knowledge. In this experience, the inclusion of education for responsible consumption (SDG 12) within the sustainability of fisheries represents a remarkable innovation, empowering students in their role as fish consumers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning

Torralba-Burrial,

Dopico

2023

Sustainability

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“…Among its uses, beyond fun and entertainment, are didactic applications and its use in Higher Education. Its implementation in educational environments promotes the teaching of content, as well as the development of abstract thinking and argumentation, developing multiple skills from a didactic and playful dimension (Herrero et al, 2020). Learning based on digital games allows the development of skills in information and communication technologies (ICT) as well as the digital competencies currently demanded by society.…”

Section: Gamification Through Digital Game (Genially)mentioning

confidence: 99%

Gamifying the university classroom: a comparative analysis of game dimensions through educational Escape Room and a digital board game

Mauri-Medrano,

González-Yubero,

Falcón-Linares

et al. 2024

Front. Educ.

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IntroductionUniversity education is looking for innovative ways to enrich the teaching-learning process.MethodsThis study aims to describe and compare two gamified experiences: an educational Escape Room and a digital goose board game with Genially. The design of this research follows a quantitative correlational methodology. A total of 135 university students in the first year of the Bachelor’s Degree in Primary Education participated in the study.ResultsData were collected using the Gamified Game Experience Scale (GAMEX). The results of contrasting means for the game dimensions between both gamified experiences reveal a significant variability (p < 0.01) in favor of the Escape Room in fun, absorption, creative thinking, activation and mastery. On the other hand, the absence of negative affect was significant (p < 0.05) in favor of the digital board game.DiscussionIt could be said that the educational Escape Room manifests itself as a powerful resource for learning. However, it can induce a high level of stress, generating discomfort, hostility and frustration in students, so its implementation is not free of negative effects. These findings provide additional empirical evidence that could guide the design of gamified experiences in the Higher Education environment.

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“…Uma vez atendidos os requisitos técnicos e pedagógicos, o impacto dos RED na aprendizagem e no desempenho dos alunos, dependendo das abordagens metodológicas e das estratégias de ensino utilizadas para ministrar disciplinas na área de Biologia e Ciências Naturais, pode ter os efeitos positivos já pontuados, como o aumento da motivação (Herrero Vázquez;Torralba-Burrial;Del Moral Pérez, 2020) e da participação (Rodríguez-Altamirano et al, 2010).…”

Section: Introductionunclassified

Materiais didáticos digitais para o ensino/aprendizagem das ciências naturais: uma análise bibliométrica

Barbosa,

Marín-Suelves,

Becerra-Brito

et al. 2023

Texto livre

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Resumo O impacto da tecnologia em diferentes áreas da vida cotidiana está cada vez maior. O grau de digitalização nas escolas aumentou exponencialmente nos últimos anos, tanto em termos organizacionais quanto didáticos. Prova disso é o aumento da produção de materiais didáticos digitais para todas as áreas e etapas da educação. Este artigo enfoca materiais desse tipo destinados à área de Ciências Naturais. Para mapear a produção, foi realizado um estudo bibliométrico, com base em uma busca de artigos científicos depositados nos bancos de dados Scopus e WOS. Noventa e um artigos foram analisados com base em indicadores de crescimento, colaboração e evolução temática. Os resultados mostraram um aumento na produção científica sobre o tema nos últimos cinco anos, o peso de países como os Estados Unidos e um grau considerável de colaboração entre os países. Quanto à evolução temática, há um foco nas áreas de gamificação, aprendizagem ativa e e-learning, sendo que estes aparecem como temas básicos ou fundamentais. Motivação, literacia ou alfabetização digital e educação científica surgem como temas motores, sugerindo uma possível agenda de pesquisa para os próximos anos. Esses dados possibilitam a identificação de autores e fontes de referência para futuras pesquisas sobre o tema. Como linhas de pesquisa futuras, é interessante continuar explorando e refletindo sobre o papel dos materiais didáticos digitais nos processos de ensino/aprendizagem por meio da introdução de análises em outras bases de dados, da realização de uma análise de conteúdo e da introdução de altimetria.

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Revisión de investigaciones sobre el uso de juegos digitales en la enseñanza de las ciencias de la vida en Primaria y Secundaria

Cited by 7 publications

References 44 publications

Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning

Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning

Gamifying the university classroom: a comparative analysis of game dimensions through educational Escape Room and a digital board game

Materiais didáticos digitais para o ensino/aprendizagem das ciências naturais: uma análise bibliométrica

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